The implementation of project as cultivation of metacognitive skills

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Kasimatis Katerina
Papageorgiou Theodora


The purpose of this paper is to highlight the effectiveness of the project as a modern technique of teaching and learning. Through a research carried out by students of School of Pedagogical and Technological Education who participated in a project implementation, a variety of benefits have emerged, focusing on the promotion of authentic learning, the cultivation of cognitive, social/communicative and especially metacognitive skills, necessary for the needs of the 21st century. The data were collected through a questionnaire for self-assessment. Our purpose was to explore the skills developed by the students, to detect the obstacles/difficulties they encountered and to explore the strategies that followed by students in order to solve problems during the implementation of the project. Based on the response in the questionnaire, the implementation of a project can lead to the acquisition of metacognitive skills, self-assessment, problem-solving skills, self-regulation, cooperation and communicative skills, digital literacy.

Keywords: Authentic learning, metacognitive skills, self-regulation, constructivism, interdisciplinary teaching.


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How to Cite
Katerina, K., & Theodora, P. (2018). The implementation of project as cultivation of metacognitive skills. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(1), 75–82. (Original work published May 8, 2018)